A typological analysis: understanding pre-service teacher beliefs and how they are transformed

Lloyd, Mary Elizabeth Riley

doi:10.1080/0020739x.2017.1360526

International Journal of Mathematical Education in Science and

2017

DOI: 10.1080/0020739x.2017.1360526

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A typological analysis: understanding pre-service teacher beliefs and how they are transformed

Mary Elizabeth Riley Lloyd

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Cited by 5 publications

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Relationships between teachers’ practices and learners’ mathematical identities

Gardee

2019

International Journal of Mathematical Education in Science and

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A typological analysis: understanding pre-service teacher beliefs and how they are transformed

Cited by 5 publications

References 23 publications

Relationships between teachers’ practices and learners’ mathematical identities

Relationships between teachers’ practices and learners’ mathematical identities

Michaelis–Menten kinetics as a model of doctoral supervisor–supervisee relationship

Towards constructive ambiguity: changing views during secondary mathematics teacher education?

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